Waynflete Magazine – Spring 2023

DEAR WAYNFLETE COMMUNITY,

I am happy to present this briefing on the state of our school as we emerge from the challenges brought on by the pandemic. The simple truth is that Waynflete is thriving. We enjoy high enrollment, a dedicated and experienced teaching faculty, and a steadfast commitment to providing the best education possible for our students. In this report, I am excited to share with you the many accomplishments and successes that our community has achieved.

More State of the School >

Observer to Activist Anna Siegel ’24 44

STATE OF THE SCHOOL 2023

A Strategy to Enhance Community and Build for the Future

In spring 2022, we successfully completed our decennial accreditation with the New England Association of Schools and Colleges (NEASC). This is a significant accomplishment, as it demonstrates our commitment to meeting high standards of educational excellence and continuous improvement. In the report to the school, NEASC wrote:

“The Visiting Committee Report identified many areas for commendation. The Commission particularly commends the entire school community for its commitment to nurturing an unmistakable sense of belonging with faculty and student relationships distinguished by acceptance, support, encouragement, mutual respect and affection, and the right connections to ensure every student succeeds.”

In conjunction with this accomplishment, we have launched our new five-part strategic plan, which focuses on key areas that will ensure the fulfillment of our mission and the ongoing success of our students:

• Nurture a sense of belonging that is shared by all. We recognize that students learn best when they feel a strong sense of belonging. While this is an area of strength for the school, we believe we can do even better for our students and the community as a whole. We are committed to finding methods to measure levels of belonging and to use the data to inform ways we can improve.

• Achieve a long-term, stable, and sustainable business model. The economics of running a school are unfavorable, with increasing tuition rates and costs to run our programs. We recognize the need to find ways to make the economics better and more sustainable in the long term. To date, we have partnered with other schools to explore ways to share services. We have done careful planning and benchmarking that has allowed us to maintain tuition increases at reasonable levels despite an inflationary fiscal environment. We reduced the annual draw from the endowment to help grow and preserve that asset for future generations.

• Support an inspired, engaged, and fulfilled workforce. Our employees are the bedrock of our school, and we are determined to be a place where people love to work. While some of this is culture and belonging, it is also defined by the practical compensation and benefits we provide. Over the past year, we have brought transparency to our teacher salary scale and ensured that our base compensation meets or exceeds Portland Public Schools and is in the top quartile of independent schools in Northern New England. We offer competitive benefits and great access to professional development opportunities.

• Ensure our facilities invite belonging, enhance creativity, and meet programming needs. Although our campus is beautiful and largely functional, the pandemic and our desire to expand programs have revealed the need for additional space and the establishment of priorities. We are developing a Campus Framework Plan that will serve as a roadmap for facility improvements over the coming decades. The plan includes extensive consultation with various stakeholders, including faculty, staff, parents, students, and alumni.

• Continue to renew, innovate, and enhance academic and co-curricular programs. The world is ever-changing, and so too is our understanding of what children need to thrive in the future. For almost a decade, we have methodically assessed each academic area of the school through the process of curriculum reviews and have enjoyed the important innovations and program evolution that have resulted from that work. We are now developing our next generation of program reviews and assessment strategies to ensure the continued vibrancy of our school.

With this new plan, we are excited to build on our past successes and set a course for an even brighter future for our school and the students we serve.

Poised for the Future

As we celebrate our successes, we recognize that the world of education is rapidly evolving. Emerging technologies such as artificial intelligence and computer programs like ChatGPT will undoubtedly have both positive and negative impacts on education. We are committed to staying ahead of these changes and equipping our students with the skills and knowledge they will need to succeed in an increasingly complex and interconnected world. We want our students to be in a position to understand how the technology works—to be creators and inventors rather than simply consumers. With this in mind, we are constantly exploring innovative teaching methods and new technologies that will help us better serve our students.

Faculty members Page Lennig, Jon Amory, and Emma Bartnick have launched an ambitious effort to provide all our students with a grounding in both computer science and engineering. Beginning this year, every middle school student has the opportunity to learn programming as well as design and engineering. We have built a STEAM lab with digital design and fabrication tools so that students can practice their learning in a hands-on environment. In the Upper School, students can learn computer science, robotics, sophisticated engineering concepts, and how to use computer-aided design tools. Every student will have the opportunity to learn the logic, design, and critical thinking skills necessary in a technology-rich world.

Deeply Rooted in Dialogue

At the core of a functioning democracy is the ability to engage in productive and respectful dialogue with people with whom you disagree. This is an essential element of civic life and ensures that different voices and perspectives are heard and considered. We believe that becoming adept at dialogue is an essential component of education. Our students are encouraged to engage in open and honest conversations, even when it means grappling with difficult and uncomfortable topics. To support this effort, we have developed the Third Thought Initiatives for Civic Engagement program, which is specifically designed to provide opportunities for young people to learn and practice these skills. With the tools to engage in productive dialogue, not only at Waynflete but in schools across the state, we believe that our students can help build a more robust and vibrant democracy that values and respects the diverse perspectives of all its citizens.

On the Stage, On the Field, and Behind the Podium—Our Students Shine

Waynflete students love to compete and to perform. At our most recent Upper School Winter Music Concert, we witnessed the wonderful evolution of our performing arts program with outstanding performances by all our ensembles, including Acoustic Roots, Chamber Ensemble, Jazz Combo, Band, and Chorus. Our thespians performed in a deeply moving rendition of Thornton Wilder’s Our Town in the fall and in the delightful SpongeBob Musical this winter. Our athletic teams remain regular contenders, with championship runs this past year in soccer, cross-country, rowing, hockey, Nordic skiing, lacrosse, and tennis. Students in our new speech and debate program recently placed second in a tournament against schools from across New England. We have a long history of success in Maine State Science Olympiad competitions. Being a small school doesn’t prevent us from always being a contender.

A Sound Financial Footing

The school’s financial and program data reveal a school that is healthy and poised for continued growth and evolution. The school’s $24 million operating budget includes over $5.2 million in tuition assistance, ensuring broad student access to Waynflete’s incredible program. Our endowment stands at $26 million, providing $1.2 million in operating budget support every year. Through prudent fiscal management, the school has maintained steady increases in tuition at 3.8 percent for more than a decade, despite our inflationary environment. We continue to invest over $500,000 annually in our facilities and have completed construction on an artificial turf field as well as a new boathouse for our rowing program.

Enrollment Continues to Be Robust

Waynflete continues to be fully enrolled in a competitive market, successfully meeting our overall enrollment goal with 580 students. All our admission and enrollment metrics are very positive, with over 250 annual inquiries, a yield of 78 percent, attrition below National Association of Independent Schools averages, and interest in the school at an all-time high. Despite the pandemic, we have enjoyed four years of record enrollment numbers. Waynflete is recognized as being one of the best schools in New England, with an excellent reputation in Maine.

The author Dan Heischman referred to Waynflete as a “place apart in a world where the other is often demonized.” Despite the challenges posed by the pandemic and its aftermath, Waynflete has seemed like a place apart in the ways we have purposefully carried on with the education of our students. This is a testament to our families and the incredible team of employees who understand and embrace our mission.

On behalf of the entire Waynflete community, I wish you a short “mud season” and a warm and sunny spring.

Geoff Wagg Head of School

Constructive Speech

A Q&A with Debate Coach

Sarah Getchell

“The skills students develop doing debate— organizing their thoughts, learning how to present, and arguing a perspective that might be different from their own—are essential building blocks to being a citizen of the world,” says Head of School Geoff Wagg. We sat down with debate coach and English teacher Sarah Getchell to learn more about Waynflete’s new debate program.

How did you get involved in debate?

My first experience was on an internal team at Colby College. I couldn’t compete, unfortunately, because I was a two-sport athlete. My interest in debate, and in current events generally, led me to law school at the University of Michigan. I taught English literature to undergraduates during this time; it was also when I figured out that I wanted to be a teacher. After practicing law for a year, I entered the independent school world as an English teacher and residential life team leader at Worcester Academy. It was at Buckingham, Browne and Nichols School (BB&N) where I got my first taste of speech and debate coaching. The students on the BB&N hiring committee saw that I had attended law school and asked if I would be open to being their debate coach. Without knowing what I was getting myself into, I said, “Sure!”

I coached at BB&N for six years. During that time, the team grew to more than 30 students and we brought on an assistant coach. We built a student-driven culture that focused on being inclusive, being open to experimentation, and having fun, not winning (which paradoxically may have led to much more winning!). I didn’t pretend to be an expert in the first couple of years—I was learning along with them. We made sure to debate sensitive topics in an informed and thoughtful way. Toward the end of my time at BB&N, the team won the International Independent School Public Speaking Championship and consistently placed at the independent school tournaments.

Waynflete has offered mock trial and Model UN programs in the past. What new opportunities for debate do students have now?

Debate is now offered as an Upper School activity. We meet at least once a week but try to find other times as well, particularly

as we approach tournaments. We compete in two different leagues for speech and debate: the Maine Forensics Association, which is for all Maine high schools, and the Debate Association of New England Independent Schools. We will also participate in the Maine Model UN Conference (MeMUNC) hosted by USM. It’s possible that we could offer additional programs in the future if we’re able to add an assistant coach.

Waynflete has already given middle school students the opportunity to experience debate through a weekly enrichment workshop. This is a great first step—I have kids in the Upper School program who had that experience in eighth grade, and they are definitely ahead of the game in terms of the depth of their analysis and ability to organize their thoughts.

Both the middle school and high school programs are important because there are kids out there who want options for competition that aren’t athletic. Debate also gives kids the opportunity to find their voices and to discuss important issues with nuance and respect, which complements the advising program and social-emotional learning curriculum. Middle school is really the time when students start approaching complex issues at the level that rich debate requires, so it makes sense to offer some form of speech and debate club starting in the sixth grade.

Waynflete is frequently characterized as a progressive school. Do debate programs help students see both sides of an issue?

This is the great thing about a speech and debate team. It’s not as hard as you might think to discuss both sides of a hard issue, as long as you lay out clear ground rules for students. The kids know that a fundamental aspect of the team’s culture is experimenting with defending arguments that they don’t agree with. For some types of debates,

you flip a coin—the side that wins gets to choose either the topic or the side. The kids frequently end up having to take stances that they don’t personally believe in. This might push them to challenge their own beliefs, to recognize the validity of another viewpoint, or to use rhetoric to better defend their own point of view.

The kids’ ability to engage with each other and to develop their own arguments (and successfully refute those of their opponents) is incredibly valuable. We watched some political debates together last year. Students observed that these really aren’t debates—they’re just an exchange of talking points, and the candidates rarely respond to each other. They saw that on the debate team, they were more willing to approach discussions and opponents with respect…and to listen. These are skills that everyone on the team will gain, skills that politicians at the highest level often seem to not possess.

Waynflete’s mission includes the goals of encouraging our students’ “responsible and caring participation in the world.” How will the skills developed on the debate team be important to our graduates?

These skills will help students become engaged citizens. As tournament administrators, we always try to pick topics that are relevant to current events today but that also allow students to learn about history. These can range from resolutions about war in Syria to the territorial claims in the South China Sea to whether the US should intervene in various conflicts. But there can also be more philosophical topics. For example, Branksome Hall, an independent school in Toronto, asked students around the world to write and deliver speeches on the prompt “We can appreciate art, even if the artist is personally reprehensible.”

Is there a connection between being a great debater and a great writer?

A great writer is not necessarily a great debater. But a great debater is more often than not a great writer. Engaging in this kind of activity requires organization, precision, rhetorical flair, and depth of analysis. The act of preparing for a tournament really helps students with their writing. There are a few competition categories that require students to write and deliver speeches. One of our students recently placed fourth in Internationals (her firstever international tournament) with a persuasive essay about water conservation. For the persuasive speech category, students identify a significant problem and propose a solution. She wrote a 12-minute speech, memorized it, and delivered it in an incredibly compelling way in front of a large international audience and judges from three countries. You have to be a good writer to win a speech-writing event; we work closely to develop the writing skills of all debaters who are interested in dabbling in the world of speech. Some of my strongest former student speech writers didn’t start out as particularly skilled writers, but they worked at it and made amazing gains. Impromptu speaking is another event with which our students have had a lot of fun. In tournaments, they have to pick one of three topics they receive on a slip of paper, take two minutes to prepare a three-to-five-minute speech, then deliver the speech. As you can imagine, there is often a big difference between the kids who enjoy writing and memorizing a 12-minute speech and those who like to think on their feet, responding to a prompt off the cuff. I encourage students to try both impromptu and prepared events, and the major international tournaments we participate in require that they do so.

“One of the aspects I appreciate about debate is how exploratory it can be; we get introduced to issues we may not have formulated opinions on, and we are asked to imagine the effects this problem has on different systems and people. We also get to hear the perspectives of other debaters, from our own school and from around the world, who all bring different contexts to the issue. Even though it’s a competition, hearing other debaters’ speeches and impromptus is an opportunity to make connections and to challenge our own ideas.

For me, the opportunity to practice taking a step back from my own beliefs and forming a compelling, genuine argument for the other side of the issue, sometimes with little time for preparation, is really valuable. Debating encourages me to explore other perspectives and practice speaking with confidence to convince others. It also requires me to be vulnerable to allowing my own mind to be changed. I think these are powerful skills to practice for navigating the real-world issues we are facing, especially those with intersecting problems and complex solutions. Now that debate tournaments are back in person and our team has grown, I’m excited to debate with teams at other schools, meet more people, and keep practicing together as a team.”

—Aelia Russell ’24

“Debate encourages a change in perspective, allowing me to connect with others and have opportunities I wouldn’t have had otherwise. Speech and debate have challenged me to break out of previous mindsets and analyze issues from every side. Attending competitions like the International Independent School Public Speaking Championship has helped me grow both as a student and as an individual by practicing skills like public speaking, analytical thinking, and unconditional confidence. These opportunities have been invaluable.”

—Miles Sims-Kastelein-Henry ’24

What are your hopes for the future of the program?

I hope for a really diverse team and for all Waynflete students to feel like there is a place for them on the team, regardless of their confidence in their speaking and debating abilities. Students have lots of different motivations for joining the team. Some report that they’re just looking for another stage on which to perform, some want to learn how to win arguments, and others say that they’re on the team because they want to gain confidence in public speaking. I hope that no matter where the kids think they are in terms of rhetorical skill, their desire to compete, or knowledge of political topics, they all feel like there’s a place for them on the team. I also want them to be able to do all the other things they’re interested in. You can be an actor, you can be an athlete…I want them to be able to do all that and not be shut out of debate. That’s one of the beautiful things about independent schools. You can experiment with all sorts of things outside your comfort zone or your realm of expertise.

Finally, while they’re building their public speaking and writing skills, and debating challenging topics, I want them to meet and interact with kids from all over Maine and around the world—to take advantage of the opportunity to talk about issues and to hear ideas from kids from many places who have different backgrounds and political views from their own.

Thefor BIAS BAT SIGNALS

ANTI-BIAS TEACHING has long been an essential component of Waynflete’s curriculum. Faculty member Kate Ziminsky recalls that when she began her tenure at the school in 2004, organizations like Teaching Tolerance were already hard at work helping teachers address justice and equity issues in the classroom. Social-emotional learning; culturally responsive teaching practices; differentiation; and diversity, equity, and inclusion have also emerged as important considerations for curriculum planning. “As educators, we were taught to differentiate primarily based on a child’s learning profile,” Kate says. “We now understand that considering all the characteristics of a student’s identity—including their culture and family structure—is what offers them more equitable access to learning.”

Studying an unfairly maligned mammal helps K–1 students better see social justice

Today, “social justice standards” have an increasingly prominent impact on programming in schools across the country. The standards are a product of the Southern Poverty Law Center’s (SPLC’s) Learning for Justice affiliate, whose staff work in partnership with educators, students, caregivers, and communities to advance human rights through the domains of identity, diversity, justice, and action. They provide a common language and organizational structure; according to the SPLC, “teachers can use them to guide curriculum development, and administrators can use them to make schools more just, equitable, and safe. The standards are leveled for every stage of K–12 education and include school-based scenarios to show what anti-bias attitudes and behavior may look like in the classroom.”

Waynflete educators were first exposed to the social justice standards at an Association of Independent Schools of New England conference in April 2021. Lower School Director Anne Hopkins, Kate, and other faculty members attended a workshop that explored the process of integrating the standards into a K–12 school curriculum—introducing them to teachers, defining learning objectives, and developing guiding questions. The session was run by staff from Rise DEI, a consultancy that provides professional development training in the areas of systemic equity, restorative justice, and culturally responsive pedagogy.

The value of the social justice standards initiative was immediately evident to Waynflete’s conference participants. “Our goal with students is to grow a confident and secure sense of self, but also an understanding and appreciation for others,” says Anne. “I saw that the social justice standards framework could help children understand their relationship with others in our community and teach them how to be caring citizens—not just at Waynflete, but in Portland, in Maine, and across the world.” Supported by a toolkit and road map from Rise DEI, Lower School faculty began the work of building the standards into the curriculum for the upcoming school year.

colleagues in Waynflete’s kindergarten/grade 1 (K–1) program were busy planning for the first semester. This work is increasingly driven by “backward design,” an approach to programming that identifies desired results at the outset, determines “acceptable evidence” (i.e., how teachers will know if students have achieved the desired results and met the standards), and concludes with the planning of instruction and learning experiences.

Guiding the teachers in their planning this year were the recently crafted essential questions for K–1: What do I need to live a happy, healthy life (identity standard)? What do others need to live a happy, healthy life (diversity standard)? What gets in the way of all living things experiencing a happy, healthy life (justice standard)? And what can I do to ensure that every living thing lives a happy, healthy life (action standard)?

One of the K–1 program’s first units would be an animal study. While teachers come prepared with a candidate in mind, they are also on the lookout for, as Kate puts it, “a passion, a flame that comes up” in the classroom (this openness is a key tenet of the emergent curriculum, a pedagogical approach in the younger grades where children play an active role in determining the curriculum path). K–1 students made their choice clear: this was the year for bats!

An intriguing aspect of the social justice standards is that they can be integrated into any subject matter or discussion, from literacy and mathematics to science and creative movement. A study of bats is no exception. K–1 advisors and Lower School content area specialists flew into action, designing a curriculum that would accommodate student interests while ensuring that learning objectives would be met. Over the course of the semester, the class would explore bat anatomy, adaptations, habitats (including through a trip to Maine Audubon), food sources, family structures, and threats. All the while, teachers were skillfully weaving in elements of the social justice standards’ essential questions. What does a bat need to live a happy and healthy life, anyway?

“They turn into vampires!” “They drink blood!” “Eww!” There was some understandable trepidation in the classroom as the unit began.

Like wolves and sharks, bats are fascinating creatures that are frequently misunderstood

“They turn into vampires!” “They drink blood!” “Eww!” There was some understandable trepidation in the classroom as the unit began. Like wolves and sharks, bats are fascinating creatures that are frequently misunderstood. Enter Kate, who is uniquely talented at transforming children’s fear of the unknown into a state of wonder. “I was previously a natural history educator and wildlife researcher/rehabilitator,” she says. “You mention anything about the natural world, I’m in. In this case, I was able to help make the connection between the class’s learning objectives and the social justice standards framework.”

Students were transfixed by Kate’s lessons, learning that bats are the only flying mammals, that they have thumbs and fingers that resemble our own hands, and that there are almost 1,500 different species (and most of them are endangered!). More importantly: do you know how many mosquitoes bats can eat in an hour? “Kate is just so good at helping to get rid of scary myths,” says Stacie. “She helped the kids understand all the reasons why bats are wonderful and all that they do for our environment—and that they’re not going to hurt you.”

One of the defining features of Waynflete’s Lower School is the close coordination between classroom teachers and specialists in related disciplines such as visual arts, the library, music, creative movement, Spanish, and physical education. While colleagues meet on a regular basis to discuss collaboration, opportunities often emerge organically during the school day. “Our responsibility in the Lower School is to create a connected, interdisciplinary experience for students—it’s what makes Waynflete unique,” says Anne. “Our grade-level teams regularly discuss how to make this happen.”

Mary Rehak has been including bat studies in her visual arts curriculum for more than 15 years (bat artwork provides her with an excellent opportunity to assess children’s drawing and cutting skills). With the introduction of the social justice standards this year, Mary created an updated lesson plan that served as a platform for students to explore how creatures like bats are commonly misunderstood due to their appearance, and how painful it can be to be maligned, ostracized, or excluded. “That cry for help creates a social-emotional connection for K–1’ers,” observes Kate, who worked in concert with Mary. “You see that feeling starting to develop—‘yeah, we’ve got to help them!’”

From librarian Laurel Daly’s perspective, the timing

of this year’s bat study was serendipitous. One of the nominees for the annual Maine Chickadee Award (a book award selected by Maine students in grades K–4) is Amara and the Bats. Under Laurel’s direction, students explored the differences between bat fiction and nonfiction, then created bookmarks that incorporated what they had learned about helping bats. They shared their creations with their grades 4–5 buddies—an example of the social justice standard of “action.” Fears had begun to dissipate by the end of the unit, with some students declaring that “bats were actually kind of cute.”

Waynflete’s mission calls for encouraging students’ “responsible and caring participation in the world.” While this work becomes more visible in Upper School, as demonstrated by The Can We? Project and The New England Youth Identity Summit, it takes place in a developmentally appropriate way in all grades. Introducing concepts like the social justice standards at an early age helps children become, as Kate puts it, “individuals who want to engage with their communities and with each other to enhance the human experience.”

For Laurel, the standards dovetail with the natural progression of young people—from seeing the world from their own perspective to “seeing the world in a wider way, not with themselves as the center, but rather as being one of many.” She observes that it is empowering for young children to recognize injustice, to know that they have the ability to be change makers, and to have the capacity to educate others.

“The social justice standards support the lenses of diversity, equity, inclusion, and belonging in a very age-appropriate way,” says Anne. “The goal for all of us in the Lower School is to create a sense of belonging so that, together, we can be the change in the world that we want.”

Learn more about the social justice standards at bit.ly/wf-sjs.

ADAPT,SURVIVE, THRIVE EXPLORING HOME CHANGE

In MiddleSchool, Every t hing is Co

New thematic studies pose powerful questions across disciplines

n n e c

DESPITE ALL ITS HARM, the COVID-19 pandemic drove many school administrators and teachers to explore new opportunities for pedagogical innovation. At Waynflete, Middle School Director Divya Muralidhara sought out fresh ideas to make the school’s grades 6–8 program more interdisciplinary, more interconnected, and more interdependent, leading to greater cohesion during the academic year and across grades. With support from Head of School Geoff Wagg, Divya determined that this change would take the form of “thematic studies”—major themes for each of the three grade levels that would serve as the foundation for curriculum development.

After soliciting initial feedback from the entire Middle School faculty, Divya established a fiveperson committee in March 2022. The group comprised both new and seasoned faculty members who were passionate about the thematic studies concept and eager to think beyond their own academic disciplines. Divya granted the team autonomy to shape the loosely formed concept into a sequence that would enable teachers to build on the material taught in earlier grades. “I put my name in because I love this kind of synthesis thinking,” recalls Cassie Pruyn, an English teacher who served on the committee. “I was interested in the process of connecting all these different ideas.”

Following April break, committee members worked with Divya to put the final touches on the draft themes prior to a faculty presentation in May. “I loved what I was seeing in terms of the committee’s connection,” Divya says. “They were energized as a group, and there was real value in their debates and discussions.”

A preamble to the introduction of the themes explains that they were designed “to awaken the imagination, deepen curiosity about self and community, provide space for reflection and inquiry, and broaden one’s sense of the world.”

Inspired by Maslow’s hierarchy of needs, the sixth-grade theme, “Adapt, Survive, Thrive,” explores how needs have driven humans to invent and innovate, how civilizations around the world have found different ways to meet their own needs, and how the design of our bodies (and understanding of our identities) reflects adaptations to the needs of survival.

Grade 7 students broaden their outlook in their theme, “Exploring Home.” Students ask: What do home and community mean to me? How can understanding the role of community make us more empathetic to each other? How does listening to each other’s stories strengthen our community? What responsibility do we have for protecting and nurturing our planet?

Finally, in eighth grade comes the most dramatic theme of all: “Change: Destruction, Transformation, Creation.” “We thought a lot about

the word ‘destruction,’” says Cassie. “We knew that it might have a negative connotation for some. But it’s an exciting word. We wanted the students to be thinking, ‘What would I do differently?’” Students would spend the year exploring how they can harness forces of change to reinvent themselves and the world around them. How must we challenge the thinking of the architects of our societal structure to address profound injustices? How can our passions and leadership skills motivate us to act in the face of challenges and uncertainty? How can we effectively engage with each other to bring about change?

The themes become more abstract as students progress through the three grades, meeting them where they are developmentally and ultimately preparing them for a successful transition to the Upper School. Committee members sought to strike a difficult balance—to create a curriculum-building framework that wasn’t stiflingly specific yet not so broad as to be “mushy” (i.e., too easy to connect anything to the theme). “It would have lost some of its tension,” says Cassie. “The idea was to create

[The themes] were designed “to awaken the imagination, deepen curiousity about self and community, provide space for reflection and inquiry, and broaden one’s sense of the world.”

Committee members, left to right: David Jaffe, Nicole Wiesendanger, Heather Courtice Hart, Middle School Director Divya Muralidhara, Cassie Pruyn, Nat Silverson

IN MIDDLE SCHOOL, EVERYTHING IS CONNECTED

openings through which someone teaching in any department or discipline could connect.”

Middle School faculty discussed the proposed themes in small groups and provided feedback to committee members. “There was a great amount of respect and appreciation” for the work of the committee members, says Divya.

As the end of the academic year approached last spring, grade-level teaching teams met in workshops to start sketching out potential changes to the curriculum that would incorporate the new themes. While complete overhauls were not expected in the first year, faculty members were asked to connect some aspects of their classroom content to the themes. Stipends were made available to teachers who were interested in significantly revising their curricula. “Teaching feels so urgent all the time,” says Cassie. “The pause of the summer and the stipend were really valuable. I was able to plan virtually the whole first trimester.”

These programmatic changes were also intended to open up new opportunities for cross-departmental collaboration. “We need to meet the highly integrated brains of our middle schoolers with a highly integrated program, one where knowledge is not treated separately but as connected,” says Divya. This was already happening to a limited degree.

English teacher Alyssa Goodrich and history teacher Hannah Walton had sought out common threads in their curricula and designed a shared theme of courageous citizenship. Science teacher Stephanie Dolan and visual arts chair Jona Rice had collaborated on an exploration of the scientific application and artistic use of light. The faculty wanted to push further, however. “Authentic engagement with the themes will lead to authentic interdisciplinary connection,” says Cassie.

Lisa Libby’s sixth-grade biology class already lent itself well to the theme of “Adapt, Survive, Thrive.” “It’s embedded in pretty much everything I teach in that class,” she says. All great teachers appreciate the opportunity to rethink their curricula, however, so the idea of collaboration was top of mind for Lisa as she worked over the summer. While she was designing a new unit on structural and behavioral adaptations in animals, an idea began to crystallize: What if students were asked to design an imaginary animal, out of whole cloth, based on a set of randomly assigned traits and

adaptations? A call to colleague Kim Farr, a visual arts teacher, led to a plan for the coming school year. After the six-graders created “new” animals (and their habitats) in science class, Kim would help them extend their work into the visual arts realm. How can you demonstrate traits and behaviors through illustration? And how do you draw convincing feathers and talons?

“The themes can serve as a through line across all courses,” says John McDevitt. “This is particularly important for sixth-graders, who have a different teacher in every subject for the first time in their lives.” As seminar teacher, John occupies the unique position of being the only faculty member to instruct every middle school student over the course of an academic year on a range of developmentally appropriate topics ranging from self-awareness and self-management to social awareness, relationship skills, and responsible decision making (he also provides counsel to faculty members on advising activities). “Everyone is focused right now on how to use the themes to guide what we do

“The themes can serve as a through-line across all courses. This is particularly important for sixth-graders, who have a different teacher in every subject for the first time in their lives.”

—JOHN MCDEVITT

in the classroom,” he says. “But we’re already having some great conversations about how we can do more to incorporate the themes into advising.”

It’s been a successful first year. History teachers are leading their classes in discussions about ancient civilizations that thrived through innovation and adaptation. Students have examined the concepts of destruction and transformation during their units on the Reconstruction era, the Jim Crow era, and the civil rights movement. Seventh-grade students have studied Indigenous peoples of the United States, learning that everyone has a sense of home, regardless of where it is. (A unit on Ukraine led to a discussion about what happens when your city or nation is taken away from you and how this could affect your sense of belonging.)

English classes have explored how our essential needs catalyzed the invention of stories—what power do stories hold, and how have they changed us over the course of human history?

Eighth-grade Spanish students have discussed what it means to leave a place that has always been home and the reasons why we might be forced to leave. In PE class, students have explored how our movements influence those around us and how we can coexist in tight spaces. And while robotics classes are fundamentally about creation and transformation, thematic studies have pushed the curriculum further. Students have examined how the field has both created new possibilities and destroyed certain jobs.

As the first year of thematic studies draws to a close, Divya and the Middle School faculty will soon meet to share their successes, provide support to those who are looking for innovative ways to connect themes to the curriculum, and explore ideas for more widespread collaboration between teachers next year. “Our students will be going into Upper School with a different sensibility around

knowledge and understanding than perhaps they’ve had before, because of how intentionally we’re teaching these ideas and questions,” Divya says. “There is real potential to continue this approach of essential questions informing every aspect of our teaching and our work with young people. I think that we live in a world where finding commonality is an essential part of the journey of life.”

Lisa concurs. “Making a curriculum that is cohesive and interconnected means we’re all moving toward the same goal,” she says. “That framework just makes sense to me. I’d like to think that it makes sense to the students, too.”

EXPLORING HOM E . CHANGE

“Our students will be going into Upper School with a different sensibility around knowledge and understanding than perhaps they’ve had before, because of how intentionally we’re teaching these ideas and questions.” —DIVYA MURALIDHARA

ENGINEERING OPPORTUNITIES

A stronger computer science department to accelerate student growth

FROM SELF-DRIVING

CARS to artificial intelligence in academic writing, computer technology is in the news. Once considered solely a scientific pursuit, it is now as likely to be wielded by an artist as by an engineer. Such a shift in application demands a consequent reaction in education. And Waynflete is responding.

This year, the school launched a new department of computer science and engineering, augmenting existing Upper School courses in computer science, introducing a new series of Middle School courses, and hiring Jon Amory ’97 to teach engineering and lead the school’s robotics program in the Middle and Upper Schools. The initiative is already yielding results, say faculty and administrators, and enthusiasm is high for what lies ahead.

Building on existing strengths

Page Lennig, chair of the newly formed department, has taught computer science at Waynflete since 2015 and is delighted that the discipline is now part of a dedicated department. “We’ve been offering computer science courses here for nearly a decade, but they haven’t been highly visible,” she explains. “The formation of this new department, however, has given us a huge jump start. Bringing Jon Amory and Emma Bartnick on as computer science and engineering faculty, along with offering new engineering courses in the Upper School and new robotics, programming, and engineering courses in the Middle School, has been energizing.”

Head of School Geoff Wagg praises Lennig’s guidance thus far and expresses enthusiasm for expanding the department’s offerings. “It’s a curricular area that offers many different paths and opportunities for students,” he observes. “We are excited to invest in its growth.”

Lennig notes that throughout her tenure, she has consistently worked to introduce Lower School students to technology, leading kindergartners in taking photos and creating collages on the iPad, teaching second and third graders basic programming through simple languages like SCRATCH and Hopscotch, and guiding fourth and fifth graders in activities such as coding games and Minecraft. There was also an after-school enrichment robotics class for students as young as fifth grade. Now, however, her efforts will be both amplified and extended.

“With Emma and Jon’s arrival, we’re able to continue building students’ knowledge through Middle School,” she explains. “And even though we’re still in our first year, we’re already seeing results. Middle School students are emerging from their first semester of the new Robotics 1 course, excited about their experiences and eager to continue coursework in ninth grade.”

Lennig is especially heartened to see a favorable response from female students. “Thanks to these new departmental offerings, girls are encountering technology at a younger age and considering activities—even careers—in engineering and computer science, which is great,” she asserts. Junior Mira Levine is among those delighted by this new opportunity to explore STEM subjects in greater depth. “I would love to study physics and aerospace engineering when I am in college,” she says. “Very few of my female peers are interested in STEM careers—I have heard from them that

LEFT Object designed and fabricated by Maren Cooper ’23.

ENGINEERING OPPORTUNITIES

the prospect of being the only girl in a classroom full of boys dissuades them from signing up for courses such as programming and engineering. Peer encouragement is a popular method of persuasion at our age, and I hope that my being so vocal about the extra STEM offerings inspires more female students to let their interests in these areas of study overpower their fears of being alone in them.”

Having two women teaching these courses is further reinforcement that there is a place for them in these fields, notes Lennig. She is quick to add, however, that the knowledge imparted is not restricted to specific coding, designing, and engineering skills. “Our expanded course offerings also teach students important problem-solving skills and prepare them to become more active users and creators of technology, rather than simply passive consumers,” says Lennig.

Expanding opportunities to apply learning

Middle School computer science teacher Emma Bartnick couldn’t agree more. “I’m incredibly excited about our new department. I think our Middle School curriculum—all of which is new this year—will inspire our students to get excited about potential careers in computer science and engineering as well as open their eyes to the broader potential of technology.”

Like Lennig, Bartnick is also enthusiastic about igniting the imagination of middle school–age girls. “Getting more women into STEM fields requires catching them before the stereotypes about women’s abilities in math and science are entrenched,” she notes. “Studies show that by the time many girls reach high school they believe that they aren’t as good at math or other STEM subjects, so exposure is critical.”

And the field is evolving so quickly, continues Bartnick, that today’s computer science major could just as easily work in medicine or the arts as in tech. “We recently heard presentations from a panel of alumni working in jobs that didn’t even exist ten years ago, and they were all in STEM fields,” she observes. “As a teacher, I find it exciting to introduce students to these potential careers as well as engage them in solving real-world problems.”

FIRST ROBOTICS

Jon Amory, the newest addition to the burgeoning department, is equally enthusiastic about the inherent potential of the new curriculum. A Waynflete graduate and former engineer at Boston Dynamics, Amory has introduced computer science and engineering courses to both Middle and Upper School students. “My time as a student at Waynflete was the highlight of my education. I’m delighted to be back,” he enthuses.

Amory is team-teaching eighth-grade Robotics 1 and Robotics 2 with Bartnick and is encouraged by the results they’ve achieved. “Emma and I approach computer science and engineering from different angles—she has a lot of programming skills and I have a lot of engineering experience,” he explains. “We set up the courses so that we’re trading students each semester, teaching the same class and the same projects from two distinct perspectives. It’s proved to be a really enriching experience

“I’m incredibly excited about our new department. I think our Middle School curriculum—all of which is new this year—will inspire our students to get excited about potential careers in computer science and engineering as well as open their eyes to the broader potential of technology.”

—EMMA BARTNICK

3D PRINTING

PROGRAMMING

PHOTOS Middle School students participating in Robotics and Engineering classes; Jon Amory, Page Lennig, and Emma Bartnick

ENGINEERING OPPORTUNITIES

for the students. They’re learning different approaches to problem-solving—it’s like having a science course taught by a physicist and a chemist.” Bartnick is equally enthusiastic. “It’s been a fun way to approach these courses. We both get to teach every eighth grader, and Jon and I are learning from each other at the same time that the kids are learning from us.”

AUTOCAD DRAFTING

Upper School students are benefiting from the new curriculum as well. Department offerings such as Programming for Scientists and Engineers and Engineering 1 allow students to learn and apply a variety of programming techniques to solve real-world problems, while Design and Fabrication introduces them to tools that can be used to transform virtual models into tangible objects.

Amory points out that the new computer science and engineering courses serve two distinct, but equally important, purposes. “For those students interested in an engineering career, we provide the skills they need to thrive in college. Studies indicate that 50 percent of engineering majors change majors or drop out prior to graduation, so gaining proficiency in these areas prior to entering college is key.” But every student benefits from exposure to these courses, Amory hastens to add. “The 21st-century skills that students need will increasingly be intertwined with computer science and engineering,” he asserts. “No matter your major, you need to be able to understand programming and work with engineers.”

It’s this belief that drives Amory’s work outside the classroom as leader of the community’s wildly successful FIRST Robotics team “The Outliers.” He has been affiliated with the team since its founding in 2015 by a student at Baxter Academy—his previous employer—and has watched it grow steadily to incorporate students from beyond Baxter. He is thrilled that Waynflete students now have the opportunity for full-fledged participation. “The FIRST Robotics program is unlike anything you can find in school,” says Amory. “The program demands a lot of time from both the kids and the mentors, but it’s an incredibly compelling means of getting kids involved in a large project solely for the sake of learning.” And the computer science and engineering skills participants gain are just the beginning, he says.

“The amount of learning in a FIRST team is way beyond what a student can learn in the classroom,” Amory insists. “The level of technology that students are working with is unbelievable. As team members, they decide what their robot will do and then figure out how to make that happen.” And in addition to coding and programming skills, says Amory, students also develop proficiency in mentoring and leadership as older team members take on responsibility for teaching incoming members.

And although the team does compete, Amory says that the extrinsic motivation pales in comparison to the sense of community and camaraderie the students discover. “Team members work with other FIRST team students from all over the country—it’s a very collaborative environment,” he explains.

“The 21st-century skills students need will increasingly be intertwined with computer science and engineering. No matter your major, you need to be able to understand programming and work with engineers.”

—JON AMORY

And the dedication of the participants is unparalleled. “The students spend between 500 and 1,000 hours on robotics outside school, with some going as high as 1,200, completely voluntarily. It’s inspiring.”

Many team members also go on to highly successful careers in industry, says Amory. “I’ve had team alumni tell me they’ve learned as much from their participation in the robotics program as from their entire education.”

Connecting classroom and community

While Waynflete faculty and administrators delight in the idea of training more students to enter STEM fields, they also recognize that careers in tech aren’t for everyone. To a person, however, they insist that an understanding of technology’s role in our lives is essential for anyone living in today’s digitally dominated world.

“I don’t think that every student in my classes will get hooked on computer science, but they will all be consumers of technology and will almost certainly be confronting ethical and privacy concerns,” says Bartnick. “Being conscious consumers is just as important as being creators. And if nothing else, when these kids are using a computer program, they will hopefully think about the data that program is using and ask themselves what purpose it is serving. That’s vitally important.”

Geoff Wagg echoes that sentiment. “I don’t want our graduates to merely be consumers of this allencompassing technology; I want them to understand how it works and be able to control their own destiny,” he notes. “And that requires an understanding of the logical thinking and programming element as well as an understanding of how design thinking and engineering work. The skills that come along with design thinking, engineering, and programming—the problem-solving— are all essential skills that kids need now and will need in the future. And you want to get them excited about that at as young an age as possible.”

“Technology is a big part of life in all professions,” notes Upper School Director Asra Ahmed. “I believe that by opening these doors for our students, we will encourage them to look at college and careers with a fresh eye.” All the soft skills students develop in the humanities are still essential, Ahmed insists, but they are increasingly touched by technology.

“My hope is that every Upper School student will have at least one semester of experience in both engineering and computer science so that they understand the application of these fields to life,” Ahmed concludes. “That way, when they get to college and encounter these disciplines, they won’t be intimidated. The future is here, and our eyes need to be wide open so that we can prepare students for what’s to come.”

AFTER 30 YEARS of dedicated service, Carol Titterton is stepping away from her beakers and microscopes at the end of the 2022–23 academic year. She hopes to continue teaching part time at the college level, giving her more time to spend with Peter Hamblin, her husband and former Waynflete associate head. This is a moment to celebrate Carol’s many years of extraordinary work as a teacher, advisor, department chair, and co-advisor to the senior class.

Carol’s impact on students and the school as a whole is legendary. Graduates far and wide tell stories of her quick-wittedness, demanding teaching style, and fierce advocacy for her students and advisees. As a classroom teacher, Carol is always one to keep her content relevant and exciting. She set a high bar for students and was willing to stand shoulder to shoulder with them as they strove to meet her expectations (many graduates who have gone on to majors and careers in science attribute their interest and success in part to Carol). Along with her colleague Wendy Curtis, she co-led our perennially victorious Science Olympiad team against teams from across the state.

Carol’s personal style of deep devotion to her students—mixed with a propensity to say whatever pops into her mind, no matter how it might land on her audience—has earned her a devoted following. Over the past three decades, students have learned that her quick wit and willingness to poke fun is in fact a disguise for someone who cares deeply for every one of them.

Thank you, Carol, for all you have done for our students and our community!

Carol Titterton

Cluster Munitions and the Impact of International Law

By Bonnie Docherty ’90

OVER THE PAST YEAR , cluster

munitions—weapons banned by a majority of the world’s countries—have killed or injured hundreds of civilians in Ukraine. Their use, which began the first day of Russia’s full-scale invasion, is also creating a deadly legacy of explosive remnants that will endanger the local population for months and even years to come. Russian armed forces are responsible for the vast majority of attacks with cluster munitions, but Ukrainian forces appear to have used them several times.

Cluster munitions are large weapons that contain dozens or hundreds of smaller weapons known as submunitions and do not discriminate between soldiers and civilians. They harm civilians at the

time of an attack, particularly when used in populated areas, because their submunitions spread over a wide area. To make matters worse, many of the submunitions do not explode on impact but remain a threat like landmines until they are disturbed.

I have advocated against cluster munitions, among other inhumane weapons, for more than two decades as a field researcher and lawyer. Knowing my background, my Harvard Law students often ask if recent events have made me discouraged about my work.

I am, of course, deeply concerned about the use and effects of cluster munitions in Ukraine. But I have maintained my faith in international law. This body of law establishes legal rules regarding the relations between

countries and countries’ treatment of individuals, including during times of armed conflict. I have seen that, while not a panacea, international law can serve as a powerful tool to make the world safer for civilians.

I first encountered cluster munitions when I joined Human Rights Watch after graduating from law school. My start date was to have been September 12, 2001, but the 9/11 attacks postponed it for a week. Six months later, I was in Afghanistan with a team investigating civilian casualties from US airstrikes. My part of the project was to document the harm caused by the US use of cluster munitions.

We interviewed victims of cluster bomb strikes and the unexploded submunitions they left behind and presented our report and its findings to a United Nations disarmament conference. In addition to highlighting the effects of these weapons on civilians, we proposed creation of a new treaty to restrict the use of cluster munitions. An international treaty would establish clear rules that would bind every country that joined it and could even influence those that did not.

Six years later, continued calls for new international law, bolstered by documentation of cluster munition use in Iraq in 2003 and Lebanon in 2006, drove countries to act. I saw firsthand how far such law could go when I participated in the negotiations that produced a treaty called the Convention on Cluster Munitions.

Proponents of this treaty adopted a people-centered approach to governing the weapons, known as “humanitarian disarmament.” It focuses on addressing arms-inflicted human suffering rather than on advancing national security. By emphasizing humanitarian concerns, the approach made it easier for countries to transcend national interests and work together.

In this case, the Cluster Munition Coalition, a global coalition of nongovernmental organizations, which included Human Rights Watch, partnered with supportive

Cluster munitions are large weapons that contain dozens or hundreds of smaller weapons known as submunitions and do not discriminate between soldiers and civilians.

governments and international organizations. Although some major military powers, including the US, Russia, and China, did not participate, more than two-thirds of the users and producers of cluster munitions were involved in the process.

Informed by the humanitarian approach to disarmament, the convention includes measures to both prevent future civilian harm and address the harm that has already occurred. It prohibits the use, production, transfer, and stockpiling of cluster munitions. It also requires countries that have joined the convention to destroy their stockpiles of these weapons, clear areas contaminated with unexploded submunitions, and provide assistance to victims.

When I attended the signing ceremony for the convention in Oslo in December 2008, I was surprised to hear more-experienced disarmament advocates caution that “now the real work begins.” While fact-based calls for new international law can spur countries to act and negotiations can create legal obligations, a treaty must also be put into effect.

In this implementation work, the Convention on Cluster Munitions again offers an example of the influence of international law.

Today, the convention has 111 states parties—countries that have agreed to be legally bound by its provisions. An additional 13 countries have signed the convention, a step toward

completely accepting it, and may not act against its object and purpose. None of these countries has violated the core prohibitions.

Along with its prohibitions, the convention’s positive obligations are making a difference. According to the Cluster Munition Monitor 2022 report, since the convention was adopted in 2008, 1.5 million cluster munitions and 178 million submunitions have been destroyed, saving countless civilian lives. At least nine affected states parties have finished clearing their contaminated areas, and assistance for victims has improved, although more work remains to be done in these areas.

The convention’s stigmatization of cluster munitions is having an impact beyond its states parties. Since its adoption, the United States, for example, has launched only one isolated cluster munition strike, in 2009 in Yemen. The last US company to manufacture cluster munitions ceased production of them in 2016.

The Convention on Cluster Munitions has also informed responses to the war in Ukraine. Although neither Russia nor Ukraine has joined the convention, opponents of cluster munitions, including me, have used it as a tool to generate international condemnation of the use of the weapons. Fifteen states parties, the NATO secretarygeneral, the UN high commissioner for human rights, and the European Union condemned the attacks within the first month of the war.

In addition, the convention has impeded the proliferation of cluster munitions to Ukraine. It explicitly prohibits states parties from transferring the weapons to anyone, and, to date, political pressure stemming from the convention seems to have deterred any Ukrainian ally from sending them.

The convention has not been enough to stop the use of cluster munitions in this armed conflict, but that is not a reason to give up on international law. While some people still commit murder, those violations have not led society to reject the laws that prohibit it.

Instead, we must urge more countries to join the Convention on Cluster Munitions and draw on its provisions in our efforts to protect civilians from this unacceptable weapon of war.

Bonnie Docherty ’90 is a senior researcher in the Arms Division at Human Rights Watch. She is also a lecturer on law at Harvard Law School’s International Human Rights Clinic and director of its Armed Conflict and Civilian Protection Initiative.

PHOTO Previous page: Bonnie Docherty studies a US cluster munition dropped on Iraq in 2003. Below: Bonnie Docherty delivers a statement on behalf of Human Rights Watch to the UN in Geneva in 2016.

Proponents of this treaty adopted a people-centered approach to governing weapons, known as “humanitarian disarmament”

... By emphasizing humanitarian concerns, the approach made it easier for countries to transcend national interests and work together.

Rethinking Rx

Addressing addiction prevention and recovery with Jacob “Gus” Crothers ’03

GLOBAL WARMING. The war in Ukraine. Gun violence. The lingering effects of the pandemic. With multiple crises dominating the news cycle, America’s opioid epidemic has faded from public consciousness. The threat has not abated, however. Though national overdose deaths have begun a slow decline from a recent peak, rates are still more than 50 percent higher than they were five years ago. More than 932,000 Americans died from drug overdoses between 1999 and 2020, with 44 people dying daily from overdoses involving prescription opioids alone. For the 12-month period ending in July 2022, emergency medical services responded to almost 400,000 calls across the country that required the administration of naloxone, which reverses the effects of opioid overdoses.

Sadly, records continue to accumulate in Maine. In 2022, 716 individuals died from fatal overdoses, surpassing the 2021 record of 631 deaths. The state has one of the highest overdose rates in the country.

Jacob “Gus” Crothers ’03 has been engaged in the fight against opioid use disorder for more than a decade. The son of two physicians, Gus developed a fondness for science and mathematics over the course of his 15 years at Waynflete. He was an eager participant in Science Olympiad, headed up then, as now, by Carol Titterton (see page 19 for Carol’s retirement announcement),

and he also fondly recalls math classes with David Neilan and Tom Campbell. “Regardless of what they were teaching, I really enjoyed being in their presence,” Gus recalls. He enjoyed theater during his years in Lower and Middle School, then transitioned to sports, playing soccer, lacrosse, basketball, bowling, and team handball. Gus remembers advisor Pam Paul as someone who regularly served as a sounding board.

When the time came to consider college, Gus was attracted to institutions that incorporated aspects of Waynflete’s ethos. With its open curriculum (there were no required courses or curriculum if you crafted your own major), Brown University stood out. “Both my parents were physicians, so I had a strong sense that I was going to go in that direction,” Gus says. “But I left the doors open. I wanted a school where I could continue to explore and not be locked into a rigid path. Waynflete really set the stage for that.” He earned an undergraduate degree in neuroscience—complemented by “some interesting humanities courses around the edges”—then attended Tufts University School of Medicine. Gus stayed on in Boston for his family medicine residency at Cambridge Health Alliance, working toward his goal of becoming a primary care physician.

Other than a brief review during a psychiatric rotation, Gus and his fellow students had almost no

training in addiction medicine or substance use disorder in medical school. “I don’t remember it making an impression on me one way or another,” he recalls. Unbeknownst to him, Gus was starting his residency at the height of the opioid overprescribing epidemic (the worst days for overdoses and deaths were still to come). “I looked around and thought to myself, ‘What’s going on here?’” he recalls. “It felt to me like a lot of doctors were doing more harm than good.” Whether it was opioids, stimulants, alcohol, or tobacco, substance abuse disorders appeared to be the fundamental problem for many of his patients. It seemed to Gus that the emphasis was on treating symptoms, not root causes. He was becoming disillusioned and wondered whether he had chosen the right profession.

A serendipitous connection with a residency mentor who was successfully treating addiction in his primary care practice would change the trajectory of Gus’s career. “I was at the right place at the right time,” he recalls. He discovered that he was passionate about the treatment of substance abuse. When the time came for a leadership project (a requirement of his residency training), Gus co-founded an opioid use disorder clinic with a second faculty mentor. The two retrofitted the work of the private practice addiction treatment program to fit their residency clinic model. Today, that same program continues to train future physicians in addiction medicine and is the source of an extensive body of research.

Gus was still planning for a career as a family physician, albeit with a focus on addiction. But good fortune was to play a role again. A newly minted med school graduate, Gus had moved to Connecticut in 2011 to join his fiancée, Eliza, who was finishing her medical training at Yale. In need of temporary

employment, he took on two roles: serving as the part-time physician for a progressive harm reduction-oriented methadone clinic in New Haven and working as the part-time medical director for Grand Rounds, a startup digital health company. “One position gave me further exposure to addiction medicine, while the other provided leadership opportunities. I thought, ‘Let’s see where these go!’”

Grand Rounds’s clients were self-insured Fortune 500 companies focused on improving employee health and wellness while managing healthcare costs. Grand Rounds’s technology brought high-quality medical expertise to its customers’ employees, no matter where they lived. “You could be stocking the shelves in a rural Kentucky Walmart and have access to a world-class cancer specialist,” Gus says. “I helped build that product and provided medical oversight.”

Grand Rounds was also a pioneer in the field of healthcare navigation, using new data science techniques to steer clients’ employees away from physicians whose patients had poorer outcomes. Some of these doctors were identified as “dangerous prescribers”—a reference to overprescribers of pharmaceutical opioids. More often than not, these providers had started out with good intentions (the TV series Dopesick provides a compelling example of this

type of physician). They typically worked in solo practices, which meant they weren’t exposed to the normalizing forces of colleagues.

“You ended up with a combination of pharmaceutical reps telling these doctors that they were doing the right thing and patients telling them that they were doing the right thing, and a bankroll that kept getting bigger and bigger,” says Gus. “Put it all together and it became easy to turn a blind eye, ignore the signs of addiction, and tell yourself that you were providing a service that these patients needed. You convince yourself that patients who develop addictions are rare cases. Of course, the patients who overdose don’t come back.”

Gus’s experiences at Grand Rounds taught him how the effective deployment of technology could make a tangible difference in healthcare outcomes. “I saw the overwhelming need and demand for people to be leaders in addiction medicine,” he says. “One reason why healthcare in America is so dysfunctional is that providers really haven’t been managed. This industry has often been defined by the spirit of the rugged individual practitioner. If we’re going to bring healthcare costs down and improve outcomes, we need to apply lessons from other industries. That has to start with leadership and effective management.”

Today, Gus serves as chief outcomes

and medical officer at Groups Recover Together, an addiction treatment organization. With hundreds of physical locations across the country, the company also develops and deploys telehealth technology for the remote treatment of addiction. Any barriers that make it difficult for an individual to access high-quality addiction medicine increase the likelihood of an overdose or other negative outcome. Imagine, for example, an individual with opioid use disorder who is obliged to drive 50 miles to a clinic for weekly treatment. Without a reliable means of transportation, they will probably fall out of treatment. Telehealth helps remove these obstacles, particularly during the long period of isolation brought on by the COVID-19 pandemic. (Testifying recently before the Legislature, Maine Director of Opioid Response Gordon Smith said that “it has been been a difficult experience to be managing a very serious [drug] epidemic in the middle of a global pandemic when in fact many of the things you might do to respond to the global pandemic adversely affected the [drug] epidemic.”)

“I saw the overwhelming need and demand for people to be leaders in addiction medicine ... if we’re going to bring healthcare costs down and improve outcomes, we need to apply lessons from other industries. That has to start with leadership and effective management.”

—Jacob “Gus” Crothers ’03

Remote treatment is not a magic bullet—like any powerful tool, it can be misapplied. And for some individuals, the relationships that grow from face-to-face interactions are what help sustain recovery. The ultimate solution is found in a complementary mix of in-person and telehealth services. “Finding that optimal balance is the focus of my work right now,” Gus says.

A continuing crisis

A mentor once told Gus, “If you want to understand addiction as a problem, you have to first understand addiction as a solution.” Individuals who suffer from substance abuse disorder are rational actors who use drugs to temporarily escape from despair or overwhelming situations. While medications can help, Gus contends that the root causes of addiction go beyond mere biochemical foundations to the fabric of our social structure. “This is why I find addiction medicine so fascinating,” he says. “You have to go beyond the medical science to look at all the forces that drive substance abuse, like income inequality, the strength of the social safety net, and the healing nature of our relationships. It’s when these things begin to fray that addiction rears its head.”

Today, treatment is more accessible than ever before. Many medical providers now embrace addiction medicine as part of their practice, and some of the regulations that limit who can prescribe medicines (and where they can be prescribed) have been relaxed. Overprescribing has declined significantly—healthcare providers are no longer the primary drivers of the problem. Finally, addiction medicine no longer gets short shrift in medical school. “We’re finally getting to the point where addiction isn’t just a specialty silo anymore. If you’re a medical student or a resident today, you’re going to get much more exposure to it than someone from my generation did,” Gus says.

But many of the underlying forces

that drive people into substance abuse remain unaddressed. “We can’t just pat ourselves on the back,” says Gus. “The stakes—particularly the risk of overdose—are so much higher today because of the potency and dominance of fentanyl in the street drug supply.” (Alone or combined with other drugs, fentanyl accounted for almost 80 percent of overdose deaths in the state last year.)

In October 2020, Oxycontin manufacturer Purdue Pharma pled guilty to felony charges in federal court. The settlement agreement imposed a criminal fine and civil penalty of more than $8 billion, the largest penalty ever levied against a pharmaceutical company. Moreover, it required that the company be dissolved and its assets repurposed entirely for use by state and local governments to fund opioid abatement programs and overdose rescue medicines (Maine received $28 million). “My hope is that these funds are used for thoughtful prevention and treatment efforts and that they aren’t over-allocated into law enforcement,” says Gus. “Fentanyl is so much easier to smuggle. It’s an example of what can happen when you put too much emphasis on law enforcement.”

Returning to Maine

Gus hasn’t strayed far from his roots. Today, he lives near his childhood home in Portland with Eliza, who directs undergraduate medical education at Maine Medical Center, and their children, Annika and Augie. He is a dedicated year-round cyclist and an enthusiastic supporter of Portland Community Squash’s educational and community-building programming.

“I am lucky—it’s very easy for me to see tangible examples of how thousands of individual’s lives are improved by the practice I work for,” he says. “But I’m also motivated to help this organization become more effective, to deliver even higher-quality care, and have an even greater impact. We’re currently focused

on opioids, but there is no shortage of demand across the full spectrum of substance use disorder. There’s so much dysfunction in healthcare, yet still so much low-hanging fruit.”

Reflecting on his early career, Gus says he believes that the smartest—and scariest—thing he did was take a risk when graduating residency and starting two nontraditional jobs. He encourages today’s Waynflete graduates to stay open and look for unexpected opportunities. “Even if they’re not the precise fit or the exact narrative you had in mind, that open-mindedness is what will help you find what you’re passionate about,” he says. “Waynflete was a huge part of that—it taught me that everyone’s ideas are worth listening to. It made me feel like I actually had the skills and the abilities to be a leader.”

Listen to a recent Maine Public Radio update on access to drug treatment programs in the state: bit.ly/wf-treatment.

PHOTOS Above Gus settles into the "chief chair" gifted to all graduating residents. Below Gus with wife Eliza and their children, Augie (age 4) and baby Annika.

Code Paths

How a Waynflete education pointed Jearranai “Jear” Jujaroen ’07 toward her career in tech

“YES, NO, HELLO, THANK YOU, GOOD-BYE.” Eight-year-old Jearranai “Jear” Jujaroen’s English vocabulary comprised six words when she arrived with her family in Portland from Bangkok, Thailand, in 1997. “Seeing snow for the first time was really fun,” she recalls. “I was young, but I had always been adaptable and self-reliant. This helped me quickly get used to the new culture.” Jear’s grandmother had immigrated to Maine a decade earlier, opening Saeng Thai House restaurant on Congress Street.

Jear attended the former Cathedral School on Munjoy Hill, then King Middle School, taking public transit or walking everywhere she went. A teacher at King encouraged Jear and her family to consider a program at Waynflete that had been created to attract students from diverse backgrounds. She began her studies at the school in ninth grade and was later followed by younger brother Jomkit “James” Jujaroen.

“I tried almost every sport—even bowling—while I was at Waynflete,” Jear remembers (she was also involved in many clubs and organizations, including Student Council, during her sophomore and junior years). It was difficult for her to commit to any activity that required significant time after classes, however, as at one point she was working three part-time jobs: at her family’s restaurant, for a financial advisor, and for an interior designer. Faculty member Lydia Maier helped

arrange support for Jear to attend The Island School in Eleuthera, Bahamas, in the spring semester of her junior year—just one of many memories Jear has of Lydia helping her get the most out of her Waynflete experience.

Jear matriculated at Sewanee: The University of the South in Tennessee, where, like most Waynflete alums, she discovered that her writing skills gave her a significant advantage over her first-year peers. During her undergraduate program at Sewanee, she proposed an independent project on internet censorship in China. Jear won a grant that enabled her to travel to Beijing, where she stayed with a family for two months while conducting research and working with Chinese students who assisted her with translation. “I have a distinct memory of trying to search for information on the Tiananmen Square massacre, because I happened to be in China on the anniversary,” she says. “There were no search results.” The experience caused her to reflect on how lucky Americans are to be relatively free from government intrusion. The trip also provided Jear

“There’s an imbalance in the tech industry ... I’ve always looked at imbalances as opportunities. I thought to myself, ‘Why don’t I try learning this?’”

—Jear Jujaroen

PHOTO Jear (right) at Commencement with classmate Nhi Nguyen and former faculty member Sue Stein.

with her first significant exposure to the technology industry.

After graduating from college, Jear returned to Portland to work for a time at her family restaurant while she considered next steps. Diplomacy seemed like an interesting career option, but the thought of years spent advancing through a dense bureaucracy was ultimately unappealing to an individual who is eager to see quick results of her hard work. While browsing the internet one day, Jear stumbled on an ad for a coding boot camp. “I had always been told that you had to be good at math to be a programmer or that coding isn’t for women. This way of thinking is why there’s an imbalance in the tech industry. I’ve always looked at imbalances as opportunities. I thought to myself, ‘Why don’t I try learning this?’”

Boot camp

Jear began making her way through online coding courses in her spare time and also sought out software engineering and coding clubs in Portland. “I connected with a local mentor, who I met with every week. They helped me see that there is often more than one way to solve a problem. Sometimes we would sit and work on a coding project together. It made a huge difference.” Jear was surprised to discover that she was engrossed by books on topics as obscure as JavaScript. She was also learning that software engineers could enjoy lucrative careers with the freedom to work from any location that had a reliable internet connection. “My next thought was, What’s the fastest way to achieve what I want? Because there’s always a better way than the traditional routes that are typically considered the only paths to success.”

The answer revealed itself in the form of a program at Hack Reactor, a New York City-based coding boot camp that is well known for its challenging curriculum. It was an intense three months. Dollar pizza slices and $5

halal cart dinners—split in half to make two meals—helped her make ends meet. “I met people from all walks of life,” she says. “Individuals from music backgrounds, people with computer science degrees, MIT grads. It didn’t matter where you had started. It was all about how much hard work you put in.”

Into the fray

Jear’s first few jobs immersed her in startup culture—small teams, extraordinarily long workdays, and business struggles due to precarious funding. She worked for an organization whose technology facilitated resident moves for property management companies, coded for a firm that described itself as the Airbnb of medium-term stays, and helped build a group event planning app. “I saw that you don’t need to have everything figured out to start a business,” she recalls. “These were great learning experiences for me— we were all learning together.” She observed talented, well-connected business owners in vulnerable moments, unable to raise further funding. (“I also learned that it’s good for a startup to fail faster rather than to drag things out when they’re going bad.”) Jear was eventually offered a role as a mobile engineer, a discipline that was entirely new to her. “I thought, ‘Here we go again. I can learn this!’” She went on to serve as the team’s senior engineer.

Jear was eventually recruited by Chief, a private membership network that connects and supports women leaders, to work on their mobile application and help transition to a new platform. “Female empowerment, female leadership—it felt like everything had come full circle for me. I was ready.”

Alternative paths

During a recent Waynflete alumni panel, Jear made the thoughtprovoking point that a traditional four-year college doesn’t have to be the mandatory destination for every Waynflete graduate. “The path to success isn’t always straightforward,” she says. “Some careers demand a specific college degree, of course, and college can help some people figure out what they want to do. But countless tech entrepreneurs have demonstrated that some high school graduates can learn better in the real world. Four years in college can delay their path to success and set them back financially with a lot of debt. One great thing about America is that you can always go back to college.”

Jear was thrilled to learn of Waynflete’s expanded computer science, engineering, and robotics offerings in Middle and Upper School (see article on page 14). She wholeheartedly endorses the idea that even if an individual isn’t destined for a career in technology or engineering, having an understanding of these disciplines will be increasingly essential. She relishes opportunities to mentor women who are interested in tech, particularly young women of color. She is involved in Women Who Code, which hosts virtual events ranging from an introduction to the fundamentals of programming to interviews with women from the tech industry. She is a member of Code Nation, an organization that leads boot camp programs in partnership with New York City schools for minority students who might otherwise be excluded. Finally, she serves as a mentor for the group Girls Who Code. “We talk about their aspirations and career goals,” she says. “I’ve met so many amazing girls. I think to myself, ‘Wow, I want to be you when I grow

“Female empowerment, female leadership— it felt like everything had come full circle for me. I was ready.” —Jear Jujaroen

up!’ I am constantly impressed by how brave girls are these days in pursuing what they want to do.”

As a young girl growing up in Thailand, Jear had been taught to assume traditional gender roles, “to just do what elders say—be a ‘good girl,’ don’t ask questions, don’t speak up,” she says. She recalls being amazed by a dinner out in Portland with a friend’s family. “It was the first time I had actually ordered something on my own. The server was going around the table and asking everyone what they wanted. I remember being in awe of my friend, that she knew what she wanted and she could order it herself.” While she believes that much of her personal growth was the result of simply moving to the United States—and having no choice but to develop a sense of independence and self-reliance at a young age— Jear also observes that her sense of self-confidence was unleashed at Waynflete. “I absolutely think that Waynflete was a great place for me to grow into myself. It really helped bring out that curiosity in me.”

Ask Jear what she loves best about her work and the answer comes quickly: “solving problems.” She performs at her best when learning something new—and learning it quickly. “I like seeing patterns and connecting the dots and finding opportunities to discover that I can do things I didn’t believe I could,” she says. Her hopes that software engineering would provide a sense of freedom have borne out in reality—her remote work for Chief meant that she was able to return to Portland, where she lives with her fiancé (both work in the technology field and are also involved in real estate investment). There are many paths open to Jear in the future: continuing to advance her skills as a solo engineer, moving into leadership roles, or starting her own business. “None of us are entitled to anything—we have to put in the hard work,” she says. “But as long as you are persistent and consistent in your actions, and give yourself a chance to succeed and to fail, you can be anything you want to be.”

THANK YOU

The Waynflete community came together on March 8 during our One Day fundraiser to celebrate all that is made possible by the Waynflete educational experience. Support came in many forms, from first-time donors to our loyal contributors year in and year out. The clear sense of community, pride, and belief in the mission of our school was palpable.

We are thrilled to report that we received over 700 gifts (exceeding our goal of 600 donors) and more than $200,000 for The Waynflete Fund. This included $60,000 extended as a challenge from five generous donors.

Thank you to all who showed such generous support for the work we do for students every day. We are truly grateful.

MARCH 8, 2023

“Waynflete was a great place for me to grow into myself. It really helped bring out that curiousity in me.” —Jear Jujaroen

PHOTO Jear with fiancé Rory Dunn.

PERFORMING ARTS UPDATE

2022 Spring Term

March 2022 was a busy month that featured three big events for the performing arts. Middle and Upper School dancers in PE Dance, Dance Technique & Composition, and Enrichment Choreography Workshop presented new dances at the Winter Danceflete Concert. The fifth Waynflete Invitational Chamber Music Festival brought together students from several schools and studios for workshops and a festival concert that included Waynflete’s Middle and Upper School Chamber Ensembles. Finally, the third annual Coffeehouse–A Celebration of Original Works was the first fully in-person version of the event. An intimate venue was created with a small performance space on the Franklin Theater stage surrounded by small cafe tables. Brave new works of poetry, spoken word, comedy, and music were greeted with enthusiasm.

The spring play was She Kills Monsters by Qui Nguyen. An homage to pop culture and growing up in the nineties, the play also addressed identity and spoke to the geek inside all of us. The play followed Agnes, an average teen from Athens, Ohio, on a journey through her recently deceased sister’s Dungeons and Dragons journal. The play resonated deeply within our community as we came to love an unforgettable group of outsiders, each with their own story.

The spring concert season started with a special collaboration between Middle School and Upper School Chamber Ensembles and members of the Upper School Band. The combined ensembles explored selections from Dan Brown’s “A Wild Symphony,” a suite of music and poetry written to introduce young audiences to the orchestra. In addition to their formal evening concert, the combined ensembles presented a special performance for the entire Lower School community.

The eighth graders’ yearlong journey in Theater 8 culminated with a full-grade performance of The Saga of King Arthur. Middle and Upper School Danceflete Collective offered its second concert of new works by student and faculty choreographers in May. All Middle and Upper School ensembles were featured in spring concerts, and the Jazz Combo and Chorus performed for the crowds at Spring Fling. The annual Lower and Upper School Choral Concert (with the Waynflete Intergenerational Chorus) took place prior to the annual Upper School Performing Arts Celebration and Senior Recognition.

The Maine Music Educators Association was finally able to hold all student events in person. Seven students represented Waynflete at the All State Festival in May: Jacob Curtis ’22, Jack Hagan ’22, Jasmijn Janse ’24, Cece Marshall ’22, Simon Sidney ’23, and Cat Sullivan ’22 (chorus); and Sara Levenson ’24 (band).

2022 Fall Term

The entire school community came together in Waynhenge in September for Convocation, where the Waynflete Intergenerational Chorus, Upper School Chorus, and Jazz Combo performances helped celebrate the theme of “Possibility.” Maine All State auditions were held in the fall. Eleven musicians were selected to represent Waynflete at the All State Festivals in January and May 2023: Max Polsky ’23 (jazz combo); Sara Levenson ’24 (band); Alec Benton ’24, and Lucinda Hirschkorn ’25 (orchestra); Will Barmby ’24, Oliver Eames ’23, Embley Fuchs ’26, Tipton Heminway ’24, Ava Jenkins ’25, Anna Rawlins ’24, and Simon Sidney ’23 (chorus).

Waynflete’s third Performing Arts Preseason, held in August, included workshops and auditions that launched the rehearsal and building process for the fall play. A dedicated cast and crew brought Thornton Wilder’s beloved Our Town to life on the Franklin Theater stage in November. These students were treated to a special workshop with Waynflete parent Jenny Wilder, grandniece of Thornton Wilder.

Our Town was followed by A Wrinkle in Time. 30 Middle School students courageously tackled the play based on Madeleine L’Engle’s novel. In early December, Waynflete welcomed guests from other schools for the annual 24-Hour Theater Festival. Several short plays were written by students on Friday evening and then read, staged, and performed the following afternoon.

2022–23 Winter Term

Lower and Middle School Enrichment Dance Program students delighted families and friends with a short concert showcasing the work of the first semester. All Middle School students (in two bands, two choruses, and two string ensembles) and the Grades 4-5 Chorus were featured in winter concerts in December.

Franklin Theater was filled to the brim with families and fans of all ages for four performances of the Upper School winter show, The SpongeBob Musical. An incredible crew transformed the theater into the colorful underwater world of Bikini Bottom and the cast sang and danced through a comical and joyful tale of friendship, courage, teamwork, and caring for our world and one another. A band of pirates (volunteers from the Middle School Chorus) brought down the house as they opened the second act at each show.

Max Polsky ’23 spent two days improvising and performing with the Maine All State Jazz Combo, the most prestigious of the jazz ensembles. Concluding the busy winter season, 70 musicians were featured in February’s Upper School Winter Concert. The concert opened with the newest ensemble, Acoustic Roots, followed by the Chamber Ensemble, Chorus, and Jazz Combo. The Band, which has grown to fill the entire Franklin stage, closed the triumphant musical celebration.

VISUAL ARTS UPDATE

ABOVE, CENTER

Artist: Grades 2-3 Students

Students in grades 2–3 made a full alphabet without using rulers or measuring devices. Every color includes all the primary hues. Once the alphabets were completed, classrooms brainstormed ideas to describe one of the social justice standards of identity, diversity, justice, and action. Students voted on their favorite words.

LEFT

Artist: Athena Esbjörn-Hargens

“Ladder Sculpture” based on “A Ladder for Booker T. Washington” by artist Martin Puryear.

BELOW

Artist: Evie Smith

Mixed media tree prints. Students carved images of trees into linoleum, then printed them on backgrounds created with a variety of media that represent the sky at different times of the day.

RIGHT

Artists: Yenenesh Wilson (Zebra) and Piper Judy (Deer)

Students formed animal heads using a combination of newspaper, cardboard, aluminum foil, and masking tape, then covered the underlying structure with a paper mache “skin.” Color, texture, and patterns were added by collaging layers of colored paper onto the surface.

Artists: Pippa Huffard, Lydia Birknes, Maya Flores, and Avery VonFrank Possibilities of a Parabola: An Exploration in Math, Art, and Engineering (inspired by the work of Erik Demaine).

Artists: Grade 8 Students

“Making Data Visible” – a collaborative art and science installation. Eighth-grade students participated in a community service project at Crescent Beach State Park during LEAP Week. To represent the 843 pieces of trash they collected, each student designed a patterned strip using oil pastels.

Artists: K-1 Students

K-1 students studied the work of Ukrainian artist Maria Prymachenko. Using both warm and cool colors, students created paintings with real or imaginary creatures that were cut out and assembled into collages.

Spring 2022

Our boys lacrosse team had an impressive season, finishing the regular season with a record of 7–5 and earning the #6 seed in Class C. The players continued their success into the playoffs, defeating #3 Maranacook/Winthrop/Spruce Mountain 19–7 in the quarterfinals, and then topping Oak Hill 8–4 in the state semis. In a thrilling championship game, the Flyers went head-to-head against North Yarmouth Academy, ultimately winning in an overtime finish with a score of 9–8. This victory secured their second consecutive championship, the third in four years. The final record was 11–5.

Waynflete’s girls lacrosse team had a competitive season, earning a 6–6 regular season record that secured the #6 seed in Class C. In a great quarterfinal game, the Flyers faced off against #3 North Yarmouth Academy but were unable to secure a win, falling 8–6. The Flyers finished the season with a record of 7–7.

The girls tennis team had an outstanding season, culminating in its impressive win of the Class C South regional championship. Although they were the #4 seed in the south, the Flyers proved themselves to be a force to be reckoned with, earning a record of 11–5 throughout the season. In the state championship, the Flyers faced off against the #1 seed Washington Academy. The match was close, but the Flyers ultimately lost with a final score of 3–2. Lucy Hart ’24 was named the Forecaster Female Athlete of the Year.

The Waynflete boys tennis team once again proved itself to be a powerhouse in the state, capturing its 14th consecutive state championship in a commanding 5–0 win over Van Buren/ Wisdom. The team ended the season with a record of 12–4.

The Waynflete baseball team had an incredible season, securing its most successful year in Class C to date. With a regular season record of 12–4, the team earned the #4 overall seed in the playoffs. The final season record was 13–5. Seven players were selected for All Conference recognition, and Payton Smith ’23 was named Conference Pitcher of the Year, a well-deserved accolade for his outstanding performance on the field. Smith was also named the Forecaster Male Athlete of the Year.

Waynflete’s crew had an exceptional season, winning the Davison Cup for the third consecutive year. The crew also had an impressive showing at the Mayor’s Cup Regatta in Malden, winning three races, including the cup itself. They narrowly missed out on the Maine State Championship Dirigo Sprints, losing by a single point to Megunticook.

Our track team had a successful season, thanks in part to its partnership with Cheverus. The squad became an official co-op team this year, allowing the athletes to compete at the highest level. Bryan Stark-Chessa ’23 qualified for the Class A state meet and placed in three events. He took an impressive fifth place in both the 1600 and 3200, as well as sixth place in the 4x800 relay.

Waynflete’s Ultimate Frisbee team had an impressive showing at the state tournament, winning in both the quarterfinals and semifinals. While they fell short in the final match, the team can be proud of its hard work and achievements throughout the season.

34 Fall 2022

The boys soccer squad made history with its impressive fourth consecutive Class C state championship win, finishing the season with a remarkable 16–1–1 record. Myles Culley ’23 tied the state record for single season with 52 goals and earned numerous accolades, including All-American and Class C Player of the Year. Culley, Roan Hopkins ’23, and Matt Adey ’23 all earned spots on the MSCA Southern Maine All-Star team. Coach Salway was recognized by the Southern Maine Soccer Officials Association.

Waynflete’s girls soccer team had an impressive season, making it to the Class C Southern Maine championship game. Despite a tremendous effort, the Flyers lost 1–0 to Maranacook. Iris Stutzman ’23, Lucy Hart ’24, and Grace Alexander ’26 were selected for the MSCA Southern Maine All-Star team. Hart also earned recognition as the Portland Forecaster Fall Athlete of the Year and was selected to the All-State team. The Flyers finished the season with a 12–5 record.

Our boys cross-country team had an impressive season, finishing fourth at the South Regionals and seventh at the Class C states. Will Barmby ’24, Sawyer Linehan ’23, and Pi Crosby ’25 were all named to the WMC Class C All-star team.

Waynflete’s girls cross-country team had an outstanding season, capturing the Class C Southern Maine title after narrowly defeating Maranacook for the championship. The Flyers also took third place in the state meet and won the Class C division of the WMC league. Lucy Olson ’26, Vivi Jenkins ’25, Anna Siegel ’24, Maeve Mechtenberg ’24, Grace Alexander ’26, and Leah Kramer ’25 made the WMC All Conference team.

Our golf team had a solid season that included the addition of three new team members. In the conference championship and state qualifier, both Oscar Twining ’23 and Henry Kerr ’23 qualified for the Class C state match. At the state championship, Twining shot an impressive 90, while Kerr finished with a solid score of 97.

Winter 2022–23

The South Portland/Waynflete/Freeport co-op boys ice hockey team finished the season with a 12–9 record. They defeated the #4 seed Scarborough in the quarterfinal and the #1 seed Falmouth in the semis, ultimately falling to Thornton Academy 4–2 in the state championship. Goalie Jasper Curtis was selected as the Portland Forecaster Male Athlete of the Winter..

The Capeflete Riots girls ice hockey team finished the regular season with a 11–7 record, earning them the #3 seed for the tournament. They ultimately fell to the #2 seed Gorham 4–3 in overtime in the semifinals.

The 400 free relay boys swimming team placed first at Southwesterns. Wyatt Adams ’24 placed third in the 100 breast, Michael Marston ’26 placed third in the 200 IM, and Ty Davin ’23 placed third in the 100 free. The boys team placed 10th out of 19 teams at the Class B state meet. There were several top ten finishes: the boys placed seventh in the 400 free relay; Davin placed eighth in the 100 back and ninth in the 50 free.

The girls swimming team placed sixth in Southwesterns. Kestrel Linehan ’25 won the 100 back, and our relay team finished second in the medley relay. Six girls attended the Class B state meet at Colby and placed 12th out of 22 teams. At states, Kira Chown ’25 placed ninth in the 50 free, and the 400 free relay team placed 10th.

Boys varsity basketball completed the regular season with a record of 10–8 for 19-year-veteran coach Rich Henry. This was the first year that WMC teams competed against Mountain Valley Conference teams in the regular season. The Flyers split those MVC crossovers and beat Hall-Dale before falling to Boothbay. The #9 Flyers traveled to the #8 Madison Bulldogs for the preliminary round and fell 34–52, ending the season at 10–9. Matt Adey ’23 and Nico Kirby ’24 made the WMC First Team while Cole Isherwood ’23 made the All-Defensive team.

The Flyers girls basketball team ended the regular season with a record of 6–10 under coach Andrew Leach. The Flyers missed out on a tournament invitation by one-tenth of a point. Guard Lucy Hart ’24 made the WMC second team All-Conference as well as the All-Defensive team.

The girls Nordic team finished third at the WMC championship and at the state meet in Fort Kent. The team was selected by their opponents to receive the MPA Sportsmanship Award.

The boys Nordic team captured fourth place at the WMC championship and second place at the state meet. The team was also selected by their opponents to receive the MPA Sportsmanship Award.

Our two-person co-op indoor track team with Cheverus had a great showing at the Class A state meet. Bryan Stark-Chessa ’23 placed fifth with his 4x800 relay team and also placed fifth in the two-mile. Lucy Olson ’26 placed fifth in the 800 with a personal record of 2:29.

Porter Beaule ’25 was our lone alpine skier on the FalmouthWaynflete co-op team. The team placed first at the SMAA championship, where Beaule was second in the slalom and third in the giant slalom. The team placed second at the state meet.

Celebrating Commencement

In 2020 and 2021, Waynflete hosted its Commencement ceremony outdoors at Thompson’s Point—one of the few venues that could accommodate our community while ensuring that we could adhere to COVID-19 guidelines. Thompson’s Point staff members were so accommodating to our needs that we moved our ceremony to their Brick South facility in 2022. The large indoor space with outdoor access has been a perfect fit and has allowed us to host a celebratory cake gathering following the ceremony.

2022 College Matriculation

American University

Bates College (3)

Bennington College

Boston University (2)

Bowdoin College (5)

Brandeis University

Broward College

Brown University (2)

Bryn Mawr College

Champlain College

Clemson University

Colby College (2)

Connecticut College (3)

Dartmouth College

Davidson College

Dominican University of California

George Washington University

Grinnell College

Haverford College

Howard University

Ithaca College

Macalester College

Massachusetts College of Art and Design

Mount Holyoke College

Occidental College (3)

Rensselaer Polytechnic Institute

Rhode Island School of Design (2)

Saint Anselm College

Saint Lawrence University

Salve Regina University

Sarah Lawrence College

Sewanee: University of the South Skidmore College

SUNY at Purchase College

Syracuse University (2)

University of Alabama

University of Colorado Boulder

University of Denver (3)

University of Maine

University of New England

University of Southern California (2)

University of Southern Maine

University of Tennessee Chattanooga

University of Virginia

Vassar College

Villanova University

Washington University in St. Louis

Wellesley College

Worcester Polytechnic Institute (2)

Jessica Nowinski ’88

I attended Barnard College after graduating from Waynflete, where I intended to major in theater. A vacancy in a research lab (announced in my Intro to Psych class) changed my plans. I worked for four years in a laboratory dedicated to the study of speech perception and eventually completed a doctoral program in cognitive psychology at Stanford University. Upon completing my PhD, I again veered from my intended path, scrapping my plan to go into academia and instead accepting a post-doctoral fellowship at NASA Ames Research, where I studied human memory performance on aviation-related tasks. A year later, I was hired as a research psychologist in the Human Systems Integration Division where, 22 years later, I serve as the deputy division chief. At Waynflete, learning was valued as a pursuit more than as a means to an end. Now, as a parent in Silicon Valley, I recognize how lucky I was to be educated in that environment. My desire for knowledge and healthy skepticism, fostered at Waynflete, are essential to a career in science. Working at NASA, I’ve indulged my desire for continued learning. I have had the opportunity to expand my skills and knowledge by serving in a variety of roles, conducting research, developing research portfolios, and most recently advocating for and supporting researchers in my own field. These are occupations I would not have dreamed of when I started college as a theater major. Being open to unexpected opportunities and following my curiosity has led me to a rewarding career.

Kai Thaler ’05

After Waynflete, I studied political science at Yale University, focusing on political conflict and violence. I followed these interests through research gigs in Portugal, South Africa, and Colombia, then worked for the organization Humanity & Inclusion on armed violence and disabilities. Returning to school, I got my PhD at Harvard University, examining how victorious rebel groups have governed—for better and worse—in Liberia, Nicaragua, Uganda, and beyond. Since 2018, I have been a professor of global studies at the University of California-Santa Barbara, researching and teaching on conflict and violence, protests, and democracy and authoritarianism, especially in Africa and Latin America.

Waynflete allowed me to pursue my interests and deepen my curiosity about places and experiences far different from my own, though I still had a lot of growing up to do. The ability to take small classes in high school like African History and the Vietnam War in Film and Literature, Waynflete’s excellent writing instruction, and lasting friendships have all continued to influence me long after high school. I am grateful for these opportunities, and that they continue to be available to new generations of Mainers.

Phoebe Suva ’13

I attended St. Lawrence University after Waynflete, majoring in government with a gender and sexuality studies minor. I spent over five years in Washington, DC, doing federal and state policy advocacy. Most recently I was the policy manager at the National Asian Pacific American Women’s Forum (NAPAWF), a reproductive justice organization focused on building power among Asian American and Pacific Islander (AAPI) women and girls. I covered the organization’s policy work on reproductive health and rights, immigration, and economic justice. My favorite part of my job was having the opportunity to lead NAPAWF’s work on the HEAL for Immigrant Families Act (HEAL Act), which would remove barriers to immigrants accessing health care. I recently returned to Portland to spend time with my family and recover from the fast pace of DC. I plan to attend graduate school for social work in the fall.

I am so grateful to Waynflete for providing such a strong community of teachers and mentors. It was in Debba Curtis’s classes, where I learned about the Constitution and the Supreme Court, that I discovered my interest in politics and social justice. Beyond fostering my academic passions, Waynflete faculty like Cathie Connors, the cafe ladies, Phuc Tran, and so many others provided space for me to grow and feel confident in myself.

We value the individuality of our students ... recognizing that each will take a

Brandon Carter ’03

I did a sociology semester in the Big Apple my junior year at Williams and fell in love with the design of the city. Within days of moving there, the financial crisis of ’08 hit and I thought I might have made a mistake! I was lucky to land a temp gig working for a media licensing company, then moved into business development for Sesame Workshop, facilitating licensing deals between Sesame Street and fashion brands.

The tech startup scene in NYC was really taking off—the “Silicon Alley” craze—and I took a marketing role with a high-growth adtech company. As anyone who’s ever worked at a startup knows, you wear a lot of different hats. I learned a ton about digital marketing, branding, and communications. Today, I’m a director of strategy at a marketing agency that’s trying to help brands master digital platforms, be disciplined communicators, and create what feels like one-to-one communication with their audience.

Waynflete had a big impact on how I think and navigate shared space. I’m a naturally opinionated person, but Waynflete nurtured my ability to develop and express a unique point of view, defend it, and live with the fact of disagreement without making it personal. I call on those instincts every day as a creative consultant and strategist. You have to convey conviction, expertise, and firmness in your ideas, but you also need to hold safe, respectful spaces for others to do the same. That’s what nearly all my classes at Waynflete looked and sounded like.

Nondini Naqui ’98

I went to Wellesley College after Waynflete, which was an incredible experience. Waynflete prepared me well, for which I am incredibly grateful. I was one of the only first-year students to come in with my own anthropological fieldwork; as a sophomore, I had the opportunity to build off that work. That foundation put me on a path to understanding people and their needs, which lent itself to my future in marketing and driving change. If you don’t have the humility to admit that you don’t know everything, and the curiosity to understand mental models and motivations, then how do you build something impactful? Waynflete instilled the values I needed to move forward.

I look back fondly on my time at Waynflete. Although the school has certainly evolved since I graduated, the values, the focus on the student, and the top-caliber teaching continue to be a big part of the school. Waynflete has been on my mind lately as I start to look at schools for my two-and-a-half-yearold son. As I research and visit pre-K schools, I think back to my family’s experience. I’m constantly drawn to schools and communities that remind me of what we experienced at Waynflete, because I want my son to be surrounded by caring people, strong values, and opportunities to love learning.

Waynflete Reunion 2023

May 19–20, 2023

3s and 8s – Come celebrate with us!

Waynflete alumni— come back to campus and celebrate with fellow classmates and friends! Participate in classroom visits, attend the boathouse ribbon cutting ceremony, watch alumni lacrosse games, attend awards ceremonies, and gather for an evening celebration!

WAYNFLETE ALUMNI

Alumni Events

In April 2022, members of the Waynflete community gathered in New York for drinks and hors d’oeuvres with Head of School Geoff Wagg and members of the Development office.

The spring lunch-and-learn titled “The Visual Arts” featured a panel of alumni professionals, moderated by Katie Glaser Getchell ’88, who shared their experiences working in the field. Panelists included Anne Broderick Zill ’59, Jennifer A. Thompson ’90, Jedediah Morfit ’92, Sherman Kew ’99, and Alison Hildreth ’51.

Members of classes ending in 2 and 7 gathered on Waynhenge to celebrate Reunion Weekend with fellow alumni and other Waynflete community members. Departing longtime Director of Alumni Relations Juanita Nichols was celebrated at the event to mark her years of service to the school. Among those in attendance were Caitie Whelan ’02, Laura Siegle ’02, Jane Swenson ’02, Jon Amory ’97, Matt Marston ’07, David Aronson ’97, Matt Page ’97, and Nathan Gray ’97.

Katie Glaser Getchell ’88 was awarded the Drake Award for her service to Waynflete, while Bonnie Docherty ’90 received the Klingenstein Alumni Award for her local and international service.

Waynflete community members gathered at the Fore River Fields to honor the 2022 Athletic Hall of Fame inductees: former coach and administrator Ron Hall, tennis coach Jeff Madore, and student athletes Martha Veroneau ’13 and Morgan Woodhouse ’10. Geoff Wagg and Coach Brandon Salway joined Jessica Connors ’22; Maria Canning P’14,’17; Catherine Cloudman P’18,’22,’24; Triss Critchfield P’03,’06; Betsy Critchfield ’06; Luke Huber ’81; Ron Hall P’91,’92,’94; and Roan Hopkins ’23 to cut the ribbon.

The fall lunch-and-learn titled “Protecting the Environment” featured a panel of alumni professionals, moderated by James Schroeder ’88, who discussed environmental sustainability and explored ways we can lessen our impact on the planet, reduce waste, and minimize energy consumption. Panelists included Addie Thompson ’08, Phil Armstrong ’03, Emma Glidden-Lyon ’04, John Herter ’97, Nate Niles ’10, Noah Oppenheim ’05, and Rebecca Lambert ’98.

Also last fall, members of the alumni community shared their career trajectories with faculty and staff during a Professional Development Day panel. Panelists discussed career opportunities that didn’t exist (or looked very different) 15 years ago and shared their thoughts on today’s work environment. Panelists included Gus Crothers ’03, Jear Jujaroen ’07, Chris Pardy ’06, Peter Stein ’12, and Aidan Flaherty ’00.

Parents and guardians helped with the annual Waynflete tradition of sending college care packages to our most recent graduates. The event had excellent attendance, and we completed the assembly in record time!

Finally, on December 20, Waynflete hosted an Alumni Winter Gathering at Rosemont Wine Bar in Portland. More than 60 community members came out to connect over drinks and hors d’oeuvres.

We were excited to connect with many Waynflete alumni in person over the past year!

Meet Jess Scott!

Jess Scott ’03 joined Waynflete’s Development and Community Engagement Office last fall as director of alumni and parent engagement. Jess graduated from Waynflete in 2003 and attended Hobart and William Smith Colleges, where she earned a BA in Sociology.

After living overseas, in Boston, and Vermont, she decided to return to her beloved home state. A Waynflete “lifer,” Jess not only found her way back to Maine—she also returned to Waynflete, where she worked in the Business Office for five years. She is overjoyed to be reconnecting with fellow alumni in her new role and is excited to make new connections with Waynflete parents!

Waynflete Connect

is an online platform that allows alumni to find and keep in touch with one another. Post jobs and internships, and offer your support to the community if you are willing to help/mentor others!

• Advance your career and professional interests with help from other alumni

• Advise and mentor others in the Waynflete community

• Expand your professional network (beyond just your class!)

•

FRIENDS of Founders

THE FRIENDS OF FOUNDERS PROGRAM encourages Upper School students to volunteer as mentors in Lower School classrooms. This initiative is designed to promote leadership skills, empathy, and mentorship abilities in Waynflete’s older students while providing Lower School students with individualized attention, role models, and guidance as they navigate their academic and personal journeys.

The program was initiated by Jocelyn Rodriguez ’20, who believed that there was an opportunity to bring together students from different backgrounds to create a more supportive and inclusive learning environment. Joslyn worked closely with Lower School Director Anne Hopkins and a dedicated group of students to plan the project, which they described as “planting compassion.”

“Lower School students are looking for connections throughout their lives, and mentors can provide that,” says Anne. “It

may be that there is an interest that a mentor has, or a particular distinguishing feature that makes a child feel an affinity or connection. The relationship between the teachers and the mentors is also an important one. They develop a partnership through determining what the younger students need, and teachers feel a responsibility to make this a productive, valuable time for these mentors and communicate their appreciation for what the mentors offer.”

As the effects of the pandemic ease, Friends of Founders continues to foster a sense of community and support while providing valuable learning experiences for both Upper School mentors and Lower School mentees.

Lower School students are looking for connections throughout their lives, and mentors can provide that.”

In Memoriam

In June 2022, the Waynflete community lost two trustees emeritae who served side by side during their tenures on the board. We celebrate the lives of these two women who made an indelible mark on our school and remain deeply grateful for their service and generosity.

Marylee Burt Dodge 1931–2022

Marylee Burt Dodge gave tirelessly to Waynflete during her time here as a parent and trustee. Serving on the Waynflete’s board of trustees from 19681980, she held the position of secretary for four of those years, from 1973-1977. In 1985, Marylee was awarded the Drake Award, which is given annually to an outstanding volunteer for service to the school. Marylee and her husband Charles W.H. Dodge had four children, all of whom attended Waynflete: Charles W.H. Dodge Jr. ’79, Gail D.Dodge ’81, Julia B. Dodge ’84, and Elizabeth D. Olson ’88.

Marylee spent her early life in Connecticut prior to attending Smith College, where she graduated in 1952 with a degree in history. After graduating from Smith, Marylee took a job at I.B.M. in Springfield, MA, where she met her husband.

Marylee was deeply interested in historic preservation and environmental conservation. She was a dedicated volunteer and board member for a number of local nonprofits in southern and midcoast Maine, where she helped spearhead many projects. She was also an active outdoors-woman who loved to fish, hunt, and ski with her family, and was an avid collector of antiques and nature ephemera. Marylee could often be found at home, diligently working the phone for one of her beloved causes.

Sherry Huber 1937–2022

Sherry Huber was deeply involved with Waynflete while her children attended the school, remaining connected to the community until her death. Sherry served on Waynflete’s board from 1971-1981, holding the position of board president from 1977-1980. In 1983, Sherry was Waynflete’s commencement speaker, and was awarded the Drake Award for volunteer service to the school in 1984. Sherry’s five children attended Waynflete: Megan Huber ’79, Luke Huber ’81, Hilary Holm ’82, Nate Huber ’83, and Jennifer Huber ’86. Sherry was also grandmother to several Waynflete students.

Sherry grew up in Connecticut, graduating from Smith College in 1959 with a degree in history. She married David G. Huber in 1959 and they moved to Falmouth, Maine in 1964. Sherry was Falmouth’s representative in the state legislature from 1976–1982. She ran for governor in 1982 as a Republican, the first woman to do so. She ran again in 1986 as an independent.

Advocating for the wise use and protection of the environment was Sherry’s passion. She served as president of the Maine Audubon Society and sat on various boards, including The Nature Conservancy (both Maine and national), the Forest Society of Maine, College of the Atlantic, and Maine Family Planning. She also served as executive director of the Maine Timber Research and Environmental Education Foundation for more than 25 years.

Photo credit: Maine Audubon

Observer to Activist

My passion for birds, wildlife, and biodiversity drove me to become a climate activist. It was a natural segue, as on every bird walk I would hear older birders reminisce about the “good old days”—the days when migration wasn’t delayed, or when the trees fruited at the right time, or when valuable habitat was intact. Once I got involved and began pushing against our entrenched systems (the “business as usual” that creates the climate crisis), I treated birding as escapism. I tried to silence with warbler songs the alarm bells of the Intergovernmental Panel on Climate Change reports. I pretended that when I looked through binoculars, the world’s problems fell away. However, while ignorance may be bliss, knowledge is power. Seeing the effects of climate change on birds is now another reason to fight for a livable future.

BY ANNA SIEGEL ’24

BIRDERS ARE OFTEN THOUGHT OF AS ONE-DIMENSIONAL .

We are viewed as obsessive, constant, bird-brained. This stereotype is particularly present in school environments, where kids are often already labeled in terms of their popularity, sport of choice, and style. Yet my experience as a young birder is one of overlapping identities. This means that with only twenty-four hours in a day, I have to wear many different hats and juggle many different roles throughout a given week. After making props for the spring play at school, I run to a local birding spot, then go home to hop onto a Zoom call where youth and adults alike make plans to take equitable climate action.

There are times when I’m so busy that I complain to my parents that I haven’t been birding “for ages.” However, birds are always on my mind, showing up in the poetry I write, the art I create, and the advocacy I do. I’ve grown more comfortable over time with the label of “bird nerd” or even “climate kid.”

Last summer I took my first road trip out West at the same time a key environmental bill I had worked on extensively was being written into law. I toggled between scanning the skies for condors and staring at my phone to receive live updates on the bill signing. I cried with joy that day. I saw a magnificent individual of the species that exemplifies American conservation, the California condor, and my first political rodeo culminated in a historic success for the climate.

I pretended that when I looked through binoculars, the world’s problems fell away. However, while ignorance may be bliss, knowledge is power. Seeing the effects of climate change on birds is now another reason to fight for a livable future.

If passion creates activists, then what creates passion? How do the overlapping identities of young people fall into place? While these questions could be addressed with philosophical conjectures or genetic studies, in my life the determining factor has been mentorship. Supportive, encouraging, and resource-providing adults were, and continue to be, essential to my development as a birder, climate activist, and young adult.

The Waynflete community is a prime place for young people to find mentors, discover passions, and fight for what they believe in. I encourage adults within the community to be cognizant of these opportunities and seek out ways to guide students toward effecting change and realizing their identities.

Anna Siegel ’24 is a climate justice activist, student, and birder from Yarmouth. Anna serves as advocacy director of Maine Youth Action, is a core member of Maine Youth for Climate Justice, and is engaged with many organizations working on political and grassroots advocacy. She is an avid hiker and artist.

In spring 2022, Waynflete successfully completed its decennial accreditation with the New England Association of Schools and Colleges (NEASC). This is a significant accomplishment, as it demonstrates our commitment to meeting high standards of educational excellence and continuous improvement. In its report to the school, the NEASC committee members wrote:

Waynflete is a school characterized by warmth, acceptance, mutual appreciation and support, a commitment to excellence, and a wonderful sense of fun. The students have strong voices and embrace their own agency, from early childhood through 12th grade. They take up space, literally and figuratively, and we saw numerous instances in which they cheered one another on in classes or activities, or while just hanging around in the halls. They seem comfortable with themselves, their bodies, their selfpresentation, and their identities—all of which is only possible if the adults model and actively support that acceptance and comfort. The DEI work of the school is so embedded in the culture and curriculum that the resulting sense of belonging is palpable. Though the school has admirable goals to ensure that literally every student feels included and knows that they matter to the community, the committee saw ample evidence that this sense of belonging permeates life at the school and that the sense of community is marvelously strong. Throughout the school, the walls are covered with evidence of the school’s values and of the students’ learning, further bolstering the wholechild growth that the school prizes above all.

The dedicated faculty and staff consistently strive to make the school better for the students and to improve their own professional work. There is a strong collaborative energy at the school and also a stated desire to ensure that hiring, professional development, and faculty/staff evaluations are consistent and robust. The “all hands on deck” attitude of the employees is noteworthy and surely leads to the students’ expressed belief that they can go to any adult anytime and find support.

The Waynflete mission is not a ubiquitous wall decoration; rather, it is alive and palpable in every aspect of the school’s philosophy and culture. It defines the school community and at the same time determines it by attracting educators who have the same core values of engaging, guiding, and encouraging young minds.

Please email questions, comments, or suggestions to magazine@waynflete.org

Parents of Alumni: If this magazine is addressed to a family member who no longer maintains a permanent address at your home, please email us (alumni@waynflete.org) with their new mailing address. Thank you.